Case: Making learning personal -course in spring 2015

1. Wanted: MOOC
Pedagogy
Case: Making Learning Personal
@somesanna
@akorhonen

2. Sanna Ruhalahti
Senior Lecturer
HAMK School of Professional Teacher Education
@somesanna
Anne-Maria Korhonen
Senior Lecturer
HAMK School of Professional Teacher Education
@akorhonen

3. ”MOOC pedagogy”
Courses are provided with ”a learning experience”:
• Video lectures (clips or cast interviews)
• Automated assesments (10-question quizz)
• Supporting messages
• Open resources (reading, links)
• Discussion forums (added some peer activities)
• What kind of learning this model supports?
• What´re learning outcomes?
• Where is the pedagogy ?
• Why MOOC completion rate is less than 13 %?

4. Case: Making Learning
Personal
The course was designed for VET/FE educators who would
like to deepen their knowledge in individualization and
individual study plans.
One of the aims was to bring together VET/FE educators
from all over the world and recognize the best practices in
this field.

5. Facts about pedagogical approach
• Combination of MOOC
models (cMOOC, mOOC)
• Canvas LMS
• Based on dialogical,authentic
and collaborative learning
• Learning process was
structured by using DIANA
pedagogical model
• 2 ECTS
• Digital bagde (student sent
an application by using the
Mozilla Open Badge Factory -
based on competence)
The four cornerstones of the DIANA model
(Aarnio & Enqvist 2015).

6. mOOC figures
• 155 enrolled students (14
groups)
• After 4 weeks:
5 active study groups left (23
students)
• Course completed: 6 study
groups did the final assignmnent
• Badge applications: all 16
(rejected 5, accepted 11)
• Why didn't all apply a badge?
• How should we count the
completion rate?
• based on competencies or other
evidendes?
Subscripers:
• Colleagues
• Education experts
• (e)Learning professionals
• People driven by curiosity
• Those who were interested of
the topic / part of it:
• Took what they needed and
then left
• How could we retain more of
these subscribers longer?
• Is this the key for higher
completion rate?

7. Summary • Deep and significant learning is a
hard work
• Collaborative learning require open
dialogue and engament
• Students must be involved/
engaged to the learning process
and have grit
• Opportunities have to be given to
construct students own and
authentic learning
• (Personal) guidandce and
counselling is needed instead of
automated messages
• Shorter and tailor made courses are
needed
• MOOC platforms should be
developed for pure collaborative
learning
• How to apply socio-constructivistic
learning principles?
• And how to live with MOOCs and
”love” them?